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Embedding Questions During Online Lecture Capture to Promote Learning and Transfer of Knowledge
Lou Ann Griswold1, Catherine E Overson2, Victor A Benassi3
1Lou Ann Griswold, PhD, OTR/L, FAOTA, is Associate Professor, Department of Occupational Therapy, University of New Hampshire, Durham; louann.griswold@unh.edu.
Summary
Quizzing students on lecture material significantly improved their ability to apply knowledge to clinical scenarios on exams. This testing effect suggests that frequent quizzing is a valuable strategy for enhancing clinical preparedness in occupational therapy education.
Area of Science:
- Medical Education
- Cognitive Psychology
Background:
- Effective learning strategies are crucial for translating academic knowledge into clinical competence.
- The testing effect, where retrieval practice enhances long-term retention, is a well-documented phenomenon.
Purpose of the Study:
- To investigate the impact of quizzing during online learning modules on occupational therapy students' application of lecture content to clinical examples in an in-class exam.
Main Methods:
- Fifty-six graduate occupational therapy students participated in three online modules.
- Learning Moments incorporated either a question (Question condition), a confirmatory statement (Study condition), or no prompt (Not Asked condition).
- Exam performance was compared across the three conditions.
Main Results:
- Students in the Question condition demonstrated significantly better exam performance compared to those in the Study and Not Asked conditions (p < .01).
- No significant difference in performance was found between the Study and Not Asked conditions (p = .67).
- Results support the testing effect, indicating improved performance on quizzed material.
Conclusions:
- Integrating quizzing into online learning modules enhances students' ability to apply theoretical knowledge to clinical situations.
- Quizzing appears to be an effective pedagogical tool for improving clinical reasoning and preparedness in occupational therapy students.